Acquisition Stage-The goal of this stage is to help the student perform the skill accurately. They may have little knowledge about the task. An example would be a student when they are learning multiplication; they have to keep working at it until they get the hang of it.
Proficiency Stage-This stage is for accuracy and ability to do the task quickly. Example would be seeing how many math problems you can get right in 1 minute and then increasing the amount you get right the next time.
Maintenance Stage-This stage is for maintaining the high level of performance. The use of a mnemonic would be part of this, it would be continual practice. Like in music for the names of the notes on the staff; All Cows Eat Grass ACEG.
Generalization Stage-Performing the same skill at a different time and situation. Like reading a recipe, each time you make something new the amounts of the ingredients changes.
Adaption Stage-The learner applies a previous learned skill in a new area without guidance. Like with multiplication, division is the reverse of that, when they realize that they will be able to do both.
from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Observational Recording
event recording- Record each observed occurrence of behavior. Count number of times a student completed assignments for 5 school days.
interval recording-Divide a specified observation period into equal intervals that are typically 30 seconds or less. With each interval, record whether the behavior occurred or did not occur at any time during the interval. Record whether they were doing their seatwork when they were supposed to be.
time sampling-Divide the observation period into equal intervals of several minutes or more duration. Observe at the end of each interval and record whether the behavior occurred or did not. Record if the student was on task at the end of 5 minutes during a 40 minute period.
duration recording-Record amount of time student is engaged in the activity. Record how long they are engaged in completing their math assignment.
latency recording-Record the time it takes for the student to begin the activity after instruction was given. Record the amount of time it took the student to get his or her reading book out and join the group.
anecdotal recording-Record all behaviors of the student during a specified time period. Record behaviors displayed during science lab period.
permanent product recording-Collect assignments and provide feedback regarding correct and incorrect responses. Collect spelling papers and return with percentage correct on top of paper.
from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Individually Referenced Data Systems
direct measurement-Direct, continuous, and precise measurements of behavior. Oral reading rate can be a form of direct measurement.
repeated measurement-A behavior that can be counted and recorded over a period of time. Make daily measurements of the students’ progress.
graphing data-The data must be displayed in an easy to read format. There are bar graphs, ratio graphs, and line graphs.
long-range goal performance monitoring-Uses measurements from twice a week. From a random sample of a pool of items that measure the same skill.
short-range goal performance monitoring-This is used to keep track of the short range goals. When the goal is met a new goal is worked on.
data analysis and instructional decisions- Instructional aims or goals provide the student and teacher with a framework to analyze data and evaluate student progress. Changes in student performance can be assessed with several specific measures: Level of Performance, slope, variability, and overlap
from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Assessment for Determining
How to Teach
Formats:
Systematic observation-Select the behavior to be observed. Select a method of recording the behavior and record its frequency. Describe the conditions under which the observations are made. ABC- antecedent behavior consequence
Formal assessment-Most formal tests are administered only once, and repeated observations are needed to analyze the effects of various factors on behavior.
Criterion tests-Can be used to evaluate the effects of instruction, they also are useful in determining how to teach.
Rating scale-A rating scale is a series of statements or questions that require some judgment about the degree or frequency of the behavior or characteristics described in each statement.
Numerical scale
Graphic scale
Charting-A student’s daily performance on a probe sheet is recorded on a graph. The graph provides a measure of the student’s progress overtime. Charts have mainly been used to determine what to teach, but some educators now use probe assessment and charts to evaluate learning styles.
Alternative assessment-IDEA amendments of 1997 require that all states develop and implement alternate assessment methods to ensure that students with disabilities are fully included in state and local district educational assessments and accountability measures. Portfolios
from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Expectation Factors
Expectation refers to an individual’s orientation to the learning situation
Learner Expectations- The student is responsible for their progress.
Teacher Expectations-Teachers develop perceptions of a student that, in turn, create certain expectations of the student. The idea that teacher expectations can function as self-fulfilling prophecies appears to be accepted as an established fact rather than a mere hypothesis.
Peer Expectations-Acceptance by peers helps students gain confidence and self-assurance which, in turn, foster better performance on academic tasks
Parental Expectations- Parental support is often a key factor in maintaining a student’s motivation and achievement. Parents who praise their children for doing homework at home can help in the student’s development.
from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Grading
Individualized educational program grading approach-The student is graded on if they have met their goals or objectives on their IEP.
Pass/fail systems-Achievement of minimum course competencies earns a passing grade while not getting to the minimum results in a failing grade.
Mastery level/criterion systems-Mastery is achieved when a student reaches a level on a specified subcomponent.
Point systems-Points are assigned to particular assignments. How many points you have at the end determines you letter grade.
Contract grading-Teacher and student sign a contract that says what work will be completed, how the grade is determined, and timeline for the completion.
Multiple grading-The student is graded in more than one area: Ability, effort, and achievement.
Shared grading-Where two or more teacher are collaborating on an assignment. They both have to work together to come up with the grade.
Student self-comparison-Students and teachers meet to see what goal they should meet. Progress on this goal is monitored by the teacher and student. A grade is assigned according to the amount of progress.
Level grading-Grading is individualized by using a subscript to not the level of difficulty on which the student’s grades are based. B2 would be B work on grade level material.
Descriptive grading-Teachers write descriptive comments regarding each students’ performance, attitude, effort, and learning preferences. Portfolio work of a student.
from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
Assessing Students for Instruction
Learning Stages
- Acquisition Stage-The goal of this stage is to help the student perform the skill accurately. They may have little knowledge about the task. An example would be a student when they are learning multiplication; they have to keep working at it until they get the hang of it.
- Proficiency Stage-This stage is for accuracy and ability to do the task quickly. Example would be seeing how many math problems you can get right in 1 minute and then increasing the amount you get right the next time.
- Maintenance Stage-This stage is for maintaining the high level of performance. The use of a mnemonic would be part of this, it would be continual practice. Like in music for the names of the notes on the staff; All Cows Eat Grass ACEG.
- Generalization Stage-Performing the same skill at a different time and situation. Like reading a recipe, each time you make something new the amounts of the ingredients changes.
- Adaption Stage-The learner applies a previous learned skill in a new area without guidance. Like with multiplication, division is the reverse of that, when they realize that they will be able to do both.
from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)Observational Recording
- event recording- Record each observed occurrence of behavior. Count number of times a student completed assignments for 5 school days.
- interval recording-Divide a specified observation period into equal intervals that are typically 30 seconds or less. With each interval, record whether the behavior occurred or did not occur at any time during the interval. Record whether they were doing their seatwork when they were supposed to be.
- time sampling-Divide the observation period into equal intervals of several minutes or more duration. Observe at the end of each interval and record whether the behavior occurred or did not. Record if the student was on task at the end of 5 minutes during a 40 minute period.
- duration recording-Record amount of time student is engaged in the activity. Record how long they are engaged in completing their math assignment.
- latency recording-Record the time it takes for the student to begin the activity after instruction was given. Record the amount of time it took the student to get his or her reading book out and join the group.
- anecdotal recording-Record all behaviors of the student during a specified time period. Record behaviors displayed during science lab period.
- permanent product recording-Collect assignments and provide feedback regarding correct and incorrect responses. Collect spelling papers and return with percentage correct on top of paper.
from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)Individually Referenced Data Systems
- direct measurement-Direct, continuous, and precise measurements of behavior. Oral reading rate can be a form of direct measurement.
- repeated measurement-A behavior that can be counted and recorded over a period of time. Make daily measurements of the students’ progress.
- graphing data-The data must be displayed in an easy to read format. There are bar graphs, ratio graphs, and line graphs.
- long-range goal performance monitoring-Uses measurements from twice a week. From a random sample of a pool of items that measure the same skill.
- short-range goal performance monitoring-This is used to keep track of the short range goals. When the goal is met a new goal is worked on.
- data analysis and instructional decisions- Instructional aims or goals provide the student and teacher with a framework to analyze data and evaluate student progress. Changes in student performance can be assessed with several specific measures: Level of Performance, slope, variability, and overlap
from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)Assessment for Determining
How to Teach
Formats:- Systematic observation-Select the behavior to be observed. Select a method of recording the behavior and record its frequency. Describe the conditions under which the observations are made. ABC- antecedent behavior consequence
- Formal assessment-Most formal tests are administered only once, and repeated observations are needed to analyze the effects of various factors on behavior.
- Criterion tests-Can be used to evaluate the effects of instruction, they also are useful in determining how to teach.
- Rating scale-A rating scale is a series of statements or questions that require some judgment about the degree or frequency of the behavior or characteristics described in each statement.
- Numerical scale
- Graphic scale
- Charting-A student’s daily performance on a probe sheet is recorded on a graph. The graph provides a measure of the student’s progress overtime. Charts have mainly been used to determine what to teach, but some educators now use probe assessment and charts to evaluate learning styles.
- Alternative assessment-IDEA amendments of 1997 require that all states develop and implement alternate assessment methods to ensure that students with disabilities are fully included in state and local district educational assessments and accountability measures. Portfolios
from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)Expectation Factors
Expectation refers to an individual’s orientation to the learning situation
- Learner Expectations- The student is responsible for their progress.
- Teacher Expectations-Teachers develop perceptions of a student that, in turn, create certain expectations of the student. The idea that teacher expectations can function as self-fulfilling prophecies appears to be accepted as an established fact rather than a mere hypothesis.
- Peer Expectations-Acceptance by peers helps students gain confidence and self-assurance which, in turn, foster better performance on academic tasks
- Parental Expectations- Parental support is often a key factor in maintaining a student’s motivation and achievement. Parents who praise their children for doing homework at home can help in the student’s development.
from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)Grading
- Individualized educational program grading approach-The student is graded on if they have met their goals or objectives on their IEP.
- Pass/fail systems-Achievement of minimum course competencies earns a passing grade while not getting to the minimum results in a failing grade.
- Mastery level/criterion systems-Mastery is achieved when a student reaches a level on a specified subcomponent.
- Point systems-Points are assigned to particular assignments. How many points you have at the end determines you letter grade.
- Contract grading-Teacher and student sign a contract that says what work will be completed, how the grade is determined, and timeline for the completion.
- Multiple grading-The student is graded in more than one area: Ability, effort, and achievement.
- Shared grading-Where two or more teacher are collaborating on an assignment. They both have to work together to come up with the grade.
- Student self-comparison-Students and teachers meet to see what goal they should meet. Progress on this goal is monitored by the teacher and student. A grade is assigned according to the amount of progress.
- Level grading-Grading is individualized by using a subscript to not the level of difficulty on which the student’s grades are based. B2 would be B work on grade level material.
- Descriptive grading-Teachers write descriptive comments regarding each students’ performance, attitude, effort, and learning preferences. Portfolio work of a student.
from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)